| Table 2: Advantages and disadvantages of using objective structured clinical examination (OSCE). |
| Advantages |
Disadvantages |
| • Indicates areas where teaching could be improved (when students consistently falter at the same point). |
• A learning curve exists to writing and conducting these exams. |
| • Removes the “halo” effect and results in increasingly objective measurement of student performance (increased reliability) [13]. |
• Scenarios are contrived in most cases to help standardize across students and allow testing in this format-not all skills taught may be testable using this format and productive skills may not be properly assessed [13]. |
| • Students accept format as “real life” and want to succeed-increased student acceptance of assessment (face validity) [13]. |
• It is an indirect test of the knowledge component of skills training. |
| • Tests technical skill competence (tests “shows how” or “does”) [4]. |
• Faculty, staff intensive. |
| • Team building amongst faculty, DVLC and staff. |
• Resource intensive (supplies, animals, space) [13]. |
|
• Increases DVLC engagement and interest in program. |
• Challenging to administer with a large student body. |
